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written by Lin Ding and Ping Zhang
Previous literature on learners' epistemological beliefs about physics has almost exclusively focused on analysis of university classroom instruction and its effects on students' views. However, little is known about other populations or factors other than classroom instruction on learners' epistemologies. In this study, we used a cross-sequential method, combining both longitudinal and cross-sectional designs, to investigate an epistemological progression trend from preservice to in-service teachers. Six cohorts of participants were studied, who either were then attending or had completed an undergraduate teacher preparation program in physics at a major Chinese university. These cohorts were incoming freshmen, end-of-year freshmen, end-of-year sophomores, end-of-year juniors, end-of-year seniors, and 1st-year high school physics teachers who were about to enter the 2nd year of teaching. We used the Colorado Learning Attitudes about Science Survey (CLASS) as both a pretest and a post-test to gauge the changes in the participants' epistemological views over an entire academic year. Follow-up interviews were also conducted to explore factors responsible for such changes. Results showed that the epistemological trend as measured by CLASS did not increase monotonically. Instead, there was a decrease in the epistemological trend among the incoming freshmen in their first year undergraduate studies, followed by a long stasis until the end of the senior year. Then, there was a rebound for the end-of-year seniors in their 1st year of teaching, followed by another plateau. Interviews revealed that the competitive learning environment, increased content difficulty, and unfamiliar pedagogies in college were major factors that negatively influenced incoming freshmen's views about physics. Conversely, a role change from student to teacher and relatively easy content in high school positively impacted end-of-year seniors' views about physics and learning.
Physical Review Physics Education Research: Volume 12, Issue 2, Pages 020137
Subjects Levels Resource Types
Education - Applied Research
- Teacher Preparation
= Early Teaching Experiences
Education - Basic Research
- Assessment
= Longitudinal
- Sample Population
= Instructor: In-service
= Instructor: Pre-service
- Student Characteristics
= Affect
- Teacher Characteristics
= Affect
- Graduate/Professional
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Article
= Research study
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License:
This material is released under a Creative Commons Attribution 3.0 license. Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.
Rights Holder:
Lin Ding and Ping Zhang
DOI:
10.1103/PhysRevPhysEducRes.12.020137
Keywords:
CLASS, cross-sectional designs, cross-sequential method, epistemologies, longitudinal designs
Record Creator:
Metadata instance created November 7, 2016 by Lyle Barbato
Record Updated:
May 15, 2019 by Bruce Mason
Last Update
when Cataloged:
November 2, 2016
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AIP Format
L. Ding and P. Zhang, Phys. Rev. Phys. Educ. Res. 12 (2), 020137 (2016), WWW Document, (http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137).
AJP/PRST-PER
L. Ding and P. Zhang, Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers, Phys. Rev. Phys. Educ. Res. 12 (2), 020137 (2016), <http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137>.
APA Format
Ding, L., & Zhang, P. (2016, November 2). Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers. Phys. Rev. Phys. Educ. Res., 12(2), 020137. Retrieved July 19, 2019, from http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137
Chicago Format
Ding, Lin, and Ping Zhang. "Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers." Phys. Rev. Phys. Educ. Res. 12, no. 2, (November 2, 2016): 020137, http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137 (accessed 19 July 2019).
MLA Format
Ding, Lin, and Ping Zhang. "Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers." Phys. Rev. Phys. Educ. Res. 12.2 (2016): 020137. 19 July 2019 <http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137>.
BibTeX Export Format
@article{ Author = "Lin Ding and Ping Zhang", Title = {Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {12}, Number = {2}, Pages = {020137}, Month = {November}, Year = {2016} }
Refer Export Format

%A Lin Ding
%A Ping Zhang
%T Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 2
%D November 2, 2016
%P 020137
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Ding, Lin
%A Zhang, Ping
%D November 2, 2016
%T Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 2
%P 020137
%8 November 2, 2016
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.12.020137


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